资源描述：
《非英语专业学生英语学习动机调查研究》由会员上传分享，免费在线阅读，更多相关内容在工程资料-天天文库。
非英语专业学生英语学习动机调查研究[Abstract]Motivationhasbeenconsideredakeyfactortosuccessfullanguagelearning.Fromdifferentdimensions,motivationcanbeclassifiedintointegrativeandinstrumental,intrinsicandextrinsic,etc.Thebehavioral,humanistic,cognitiveandsociallearningtheoriesaccountfor“otivation”fromdifferentperspectives.Thesubjectsofthisstudyare55third-yearnon-EnglishmajorsofClassTentofZhangzhouTeachers’College.Eachofthemethodsandstrategiesforteacherstoenhancestudents’motivation,suchas,applyingmeta-cognitivestrategies,usingmunicativemethodintheirteaching,improvingteachingmethods,cultivatingthestudents’autonomouslearningability.It’shopedthatthepresentstudyakingEnglishteachingandlearningmoreeffectiveandefficient.[Keyotivationinforeignlanguagelearningisaplicatedphenomenonsoftunicativeneedsandtheir attitudestounity.otivationisregardedasoneofthemostimportantvariablesaffectingthestudents’performanceofEnglish,e.”[2]Theresearchofmotivationisveryimportantinforeignlanguageteaching.Teacherscannoteffectivelyarousestudents’motivationandimprovetheirteachingeffectsuntiltheyknootivationalfactorsinfluencestudents’Englishachievementandunderstandstudents’internalandexternalneeds.2.OnmotivationMotivationhasalostimportantfactorsinforeignlanguagelearning.Butestudentssuccessfulatlanguagelearningstancessuggeststhatthemotivationthatstudentsbringtoclassisoneimportantfactoraffectingtheirsuccess.2.1Definitionofmotivation“Motivationisaforcethatenergizes,sustains,anddirectsbehaviortoicallycumulativearousal.Somepsychol678910111213ogistsperceivethatmotivationissomekindofinternaldriveeonetopursueacourseofaction,suchas,themotivationofshopping,themotivationofhuntinga job,etc.Concretelyspeaking,motivationisovesusfromboredomtointerest.Itissomethingliketheengineandsteeringobile.ItisthesameforthemotivationoflearningEnglish.Becausemotivationhasamajorinfluenceonourbehaviorbuttheydon’treallytellushootivation.Gardnerdefinesmotivationtolearntheforeignlanguageas“theextenttootivationassuch:“motivationismonlythoughtofasaninnerdrive,impulse,emotion,ordesirethatmovesonetoaparticularaction.”[4]AccordingtoGardner,motivationconsistsoffouraspects:agoal,effortfulbehavior,adesiretoattainthegoalandfavorableattitudestoanykindsofclassificationofmotivation,suchas,theintegrativeandtheinstrumental,theintrinsicandtheextrinsic,etc.Ontheotivationandachievement.Motivationandachievementaredirectlyrelatedjustbecausetheeffectsoflearners’orientationaremediatedbytheirmotivation.2.2Typesofmotivation2.2.1Integrativeandinstrumentalmotivation Peopleotivationarethoseselvesunityandultimatelyjoinit.TheynotonlyaychoosetolearnEnglishbecausetheyareinterestedinthepeopleandculturerepresentedbythesecondspeakinggroup.Hoentalmotivationreferstolanguagelearningformoreimmediateorpracticalgoals.Itisalsocalled“task-orientedmotivation”or“certificatemotivation”.Learnersmaymakeeffortstolearnasecondlanguageforsomefunctionsreasons-topassanexam,togetabetterjob,ortogetaplaceatuniversity.Theyaremotivatedtolearnasecondlanguagebecauseitopensupeducationalandeconomicopportunitiesforthem.“Learnersentalmotivationcanbeidentifiedasthefolloentalmotivationisgenerallycharacterizedbythedesiretoobtainsomethingpracticalorconcretefromthestudyofasecondlanguage.Aninstrumentalmotiv678910111213ationseemstobethemajorforcedeterminingsuccessinthesecondlanguagelearning.oslosthatintrinsicmotivationisclearlysuperior toextrinsicmotivation.”[9]Ideally,studentsotivated.Teachersareimportantinpromotingintrinsicmotivationandneedtotakeeffectivemeasurestosustainstudentsintrinsicmotivation.2.2.3Indirectlong-rangemotivationanddirectshort-rangemo678910111213tivationIndirectlong-rangemotivationbearsnodirectrelationshipphasizesresultsandvalueoflearningactivities,relatingemiddle-schoolstudents,learningforeignlanguageistobeengagedincareersconcerningotivationreflectstherequirementsofsocietyandhouseholds,concerningactivities,stableandreliable,beingefficientinalongertime.Directshort-rangemotivationbearsdirectrelationshipainlyevokedbylearningactivityitselfdirectly,chieflymanifestingthedirectinterestuponforeignlanguagedisciplinecontentsorlearningactivities.Itisprobablyevokedbypressure,reentfromteachersandparents,orbypetitionbetates.Themotivationismainlyevokedbydemandingfromcuriosityandrecognition,the effectiverangesmallerthanthatofindirectlong-rangemotivation,suchas,duetotheinterestuponforeignlanguage,somestudentslikeforeignlanguageclassratherthanothers,otivationmoreconcrete,intenseandeffective.Duringtheperiodinuniversity,themotivationappearsmoreprominent,eassoonasitesintobeing.Thedivisionbetotivationsismainlydeterminedbymotivationsourcesandeffectiveterm.Themotivationsaremutuallyrelatedandplementary.“Inthevieeoccasionalconditioninactualconcretesituations,directshort-rangemotivationneedsindirectshort-rangemotivationentandplementtoimprovetheinitiativeandsignificanceoflearningactivities.”[10]Indirectlong-rangemotivationneedsalongerterm,therefore,itrequiresdirectshort-rangemotivationentandplementtoentoflong-rangegoalandpresentspecificlearningactivities.2.2.4Achievementmotivation“Achievementmotivation,namely,resultative motivation,meansthatmotivationistheresultoflearningratherthanthecauseofL2achievement.Learnersaybeemore,orinsomecontexts,lessmotivatedtolearn.”[11]AchievementmotivationisregardedoneofthemainmotivationoflearningEnglishinclasses.Teachersplayanimportantroleinpromotingstudents’achievementmotivationbymeetingent,etc.3.TheoriesofmotivationTherearethreetheoriesvieotivationassuch:behavioral,humanistic,andc678910111213ognitivetheoriesofmotivation.Thesetheoriescanalsohelptounderstandmotivation.3.1Behavioralvieotivation“Behavioraltheoriesvieotivationasachangeinbehaviorasaresultofexperienceent.”[12]Heremotivationisregardedasreinforcement.Becausereinforcementresultsinanincreaseinbehavior,praise,mentsonhomeonclassroomreinforcersthatcancausethisincrease.Effectivereinforcersofusingremaycultivateintrinsicinterestinlearningornot.Althoughmotivationandlearning arecloselyrelated,theyarenotidentical.Becausetheeffectsofreinforcersdependonlearners’expectations,beliefs,andotherthoughts.Tosumup,behaviorismfocusesonchangesinbehaviorthatresultfromexperiencesent.Theteachers,ents,canfullypromotethestudentsmotivation.3.2Humanisticvieotivation“Humanistictheoriesvieotivationaspeople’sattemptstofulfilltheirtotalpotentialashumanbeings,”[13]focusesonreinforcementinitsexplanationformotivation.Accordingtohumanisticpsychologists,tentsoftheteaching-learningprocessareessentialtothedevelopmentofmotivation:astrongstudent-teacherrelationshipandapositiveclassroomclimate.Collectively,humanistictheoriessuggestthatanacceptingandsupportiveclassroomenvironmenticabilityorperformanceisimportantforbothlearningandmotivation.Teachersanisticapproachestomotivationinclassroombydisplayingacaringandempatheticmannerclimateforlearnerscanfully motivatetheirstudents.3.3CognitivetheoriesofmotivationCognitivetheoriesofmotivationfocusonlearners’belief,expectationsandneedsfororder,predictability,andunderstanding.Thispapermainlyexaminesfivecognitivetheoriesofmotivation:expectancy×valuetheory,self-efficacytheory,goaltheory,attributiontheoryandself-determinationtheory.3.3.1Expectancy×valuetheory“Expectancy×valuetheoriessuggestthatlearnersaremotivatedtoesvaluetaskachievementorotherpotentialoutes.”[14]Expectancyforsuccessisimportantinclassrooms.Learnersorechallengingactivities,andachievehigherthanthoseportance,utilityvalueandcost.a)Intrinsicinterestisthecharacteristicsofatopicoractivitythatinduceaperson’sentinit.Students’interestisincreasediftheclassisfilledples,678910111213personalizedcontentandstudentinvolvement.b)Importanceistheextenttoordisconfirmimportantaspectsof hisorherself-schemas.c)Utilityvaluereferstotheperceptionofatopicoractivityasusefulformeetingfuturegoals,includingcareergoals.Utilityvaluecaneffectivelyhelpusseehootivation,intrinsicmotivation,andmotivationtolearninteractandsupportoneanother.d)Costistheperceivednegativeaspectsofengaginginatask,suchas,time,emotionalcost,etc.3.3.2Self-efficacytheory“Self-efficacyisabeliefaboutone’soance,modeling,verbalpersuasion,psychologicalstate.Pastperformanceonsimilartasksisthemostimportant.Highefficacylearnersacceptmorechallengingtasks,exertmoreeffort,persistlonger,usemoreeffectivestrategies,andgenerallyperformbetter.It’sanimportantgoalforallteacherstopromotehighefficacyinstudents.3.3.3Goaltheory“Goalscanalsohaveapootivation.Itequalstoanouteanindividualhopestoachieve.”[16]Learningandperformancegoalsaretaingoals. Learninggoalsarehighlydesirable,ancegoalsonmotivationismoreplex.Itischaracterizedbyfivekindsofgoals:learninggoals,performance-approachgoals,performance-avoidancegoals,socialgoalsandonitoring,strategyuseandmetacognition.Learnerscanbehighlymotivatediftheyefficientlyapplythegoaltheory.3.3.4AttributiontheoryAttributiontheoryisacognitivetheoryofmotivationthatattemptstosystematicallydescribelearners’explanationfortheirsuccessesandfailures.Attributionsoccuronthreedimensions:locus,stabilityandcontrol.Attributionsinfluencelearnersinatleastfourotionalreactionstosuccessandfailure,expectationsforfuturesuccess,futureeffortandachievement.Thistheorysuggeststhatteacherscanhaveimportantinfluencesontheancebyteachingthemlearningstrategiesandencouragingthemtoattributesuccesstoeffort.3.3.5Self-determinationtheorySelf-determinationistheprocessofdeciding hoents.Self-determinationtheoryassumesthatpeoplehavethreeinnatepsychologicalneeds:petence,controlorautonomy,andrelatedness.Self-determinationtheoryisoneofthemostprehensivecognitivemotivationtheories.Itexaminesbothextrinsicandintrinsicmotivationanddescribesacontinuumofincreasingself-determinationthatbeginsotivati678910111213onandendsinintrinsicmotivation.Manyvariablesofself-determinationtheoryarereallysourcesofintrinsicmotivation.Tosummarize,applyingcognitiveapproachestomotivationinclassroomissoimportantthatteachersshouldpaygreatattentiontoit.Teacherscanfullyinspiretheirstudentsiftheyexplainthereasonsfordealingptfeedbackonassignmentsandtests,establishclearexpectationsfortheirstudents,etc.It’sanimportantaimforallteachers.4.Acasestudybasedonquestionnaire4.1Literatureofrevieotivationresearch.Theyconsiderinstrumentalmotivationsareless importantfactorsinpredictinglearningsuccess,entalmotivationsarethemonestamongthecollegenon-Englishmajors.It’sobviousthatnumerousstudieshavebeenconductedbefore2004.But2005isasignificantyearforEnglishlearningandteaching.In2005,CET4/6icdegreeanymore.Thisstudyfocusesonexpoundingthetransformationofmotivationafter2005.Hootivationchange?Areinstrumentalandextrinsicmotivationsstilltakingsuperiorpositionafter2005’reform?4.2QuestionsThissurveyaimstoansotivationdonon-EnglishmajorshaveinFLL?(2)Domotivationfactorshavesignificantcorrelationent?(3)otivationbetajorshavelearnedEnglishforteettherequirementofCollegeEnglishteaching.Thetotalnumberofthesubjectsis55third-yearstudentsofClassTentinZhangzhouTeachers’College.Theyareeducationalmajors.Eachoneisgivenaquestionnaire.Ofthem,54questionnairesarevalid.Therateofvalidity is98.2%.TheyaredividedintothreegroupsaccordingtotheirEnglishlevel(GroupA=CET-6,GroupB=CET-4,GroupC=NotYet).4.4InstrumentsThequestionnaire(seeAPPENDIX)isusedinthestudy,s1and4),instrumentalorientation(Item5,6,7,8),integrativeorientation(Item9),attitudesto10,11,14,15,16)andparentalencouragement(Item2,3).Besides,Item13isconcernedore,Item12isbasedonthe2005’sCET-4/6reformthatCET-4/6icdegreeanymore.That’stosay,ifyoudon’tpasstheCET-4,youicdegree.Theyarejustaskedtomarktheitemswithatickwhichissuitablefor678910111213themnomatterhoanyitemstheyainedanonymousandhadnorelationinutes.Nomunicationthecollecteddataasfolloplan452short-termplan195noplan281316someefforts555notenoughefforts3155noeffort0310FromthissectorofChartOne,it ischaracterizedthattheefficiencyofEnglishlearningofnon-Englishmajorsisquiteloorethan40%ofstudentsdon’tpasstheCET-4.ThenumberofGroupAisjust16%.Theproblemofloongnon-Englishmajors.FromChartT1“IaminterestedinEnglish”.Onthecontrary,thereare7ofGroupAand13ofGroupBthatchooseItem1.Itisprovedthatinterestcanbethebestteacher.Interestisimportantinexpectancy×valuetheory.ItisthesameforItem4“IlearnEnglishbecauseIoreinformation,learnaboutthecultureandbroadenmyhorizon.”AccordingtothetheoriesofmotivationtalkedinChapterTotivationisloongunsuccessfullearners,butquitehighinsuccessfullearners.Mostofsuccessfullearnersareintegrative-oriented.Incontrast,itisobviousfromChartTajors,themostimportantfourmotivesareItem5“togetagoodjob”,Item7“topasstheCET-4/6togetthediploma”,Item8“topassthegraduateentranceexamination”andItem9“toadoptmyselftothedevelopmentofthesociety”,allofental orientation.Fromthis,itisconcludedthatitisquitecontrarytoGarden’smotivationtheory,entalmotivationsarelessimportantfactorsinpredictinglearningsuccess.Item6“IlearnEnglishinordertogoabroad”alsobelongstoinstrumentalorientation.Butitisunrealistic.Manystudentsefromfamiliesthatcan’taffordtosendtheirchildabroad.AsforItem2“IlearnEnglishbecauseofmyteachers’appreciation”,onlyoneofthe3“IlearnEnglishbecauseofmyparents’requirements”andIt678910111213em10“Iirethoseotivation,playanimportantroleinEnglishlearninginacertaindegree.That’stosay,extrinsicmotivationismonincollegenon-Englishmajors.Thebinationofextrinsicmotivationandintrinsicmotivationisthebestisticthatfe11“IdisliketolearnEnglishandIfIpasstheCET-4,Iore”andItem12“CET-4/6doesn’tlinkicdegreeafter2005’sreform,soIportanceofEnglishandbegintopayattentiontoit.HootivationinlearningEnglishisnotquitecleartocollegeEnglishteachers.Some oftheteachersevenignoretheimportanceofstudentlearningmotivationandtheyjustgoonandonblindly.AccordingtoChartThree,itisattainedthatmoststudentsofGroupCdon’tspendenoughtimeinlearningEnglish.Timeisakindofcost.Itisessentialintheexpectancy×valuetheory.Ifthecostisatornearzero,thevalueotivatione”zeroiszero.AsforItem15thegoalsetting,13ofGroupCdon’tdraotivation.Goalsincreaseself-efficacybecausepeoplesetgoalstheybelievetheycanmeetandacplishingthemakeenougheffortsorevennoeffortinEnglishlearning.Butaccordingtoattributiontheory,effortisoneofthemostfrequentperceivedcausesofsuccessorfailure.Inthefinalanalysis,interestisthemostinfluentialvariablesindeterminingstudents’timeandeffortsspentonEnglishlearning.Infact,allthesefactorscorrelatecloselyandactoneachother.Toaddup,therearetotivationofcollegenon-EnglishmajorsinEnglishlearning.“Firstly, inChina,Englishisnotusedasamediumofdailymunication.ThestudentcannothaveenoughexperienceofmunicationotivationisnotashighastheEnglishmajorsustlearntomunicatefluentlyinthetargetlanguage.Secondly,thenon-Englishmajorshavetheiroajorcoursestolearn.TheycannotspendalltheirtimeandenergyinlearningEnglishunlikeEnglishmajorsostknoalltheanalysisintheabovepart,entalmotivationisthe678910111213monestoneamongthecollegenon-Englishmajors.Integrativemotivationandextrinsicmotivationranktotivationalfactorshavesignificantcorrelationent.3)Integrativemotivationandintrinsicmotivationarehigheramongsuccessfullearnersthanunsuccessfullearners.4.8ImplicationsAccordingtotheresultsandanalysisoftheinvestigation,otivationofnon-EnglishmajorsinlearningEnglishhavepositivecorrelationy.That’stosay,thehigherlevelsofmotivationofnon-Englishmajorare,thehigherhisEnglish learningautonomyis.2)Thelearner’sautonomyofnon-EnglishmajorsinlearningEnglishhaspositivecorrelationent.That’stosay,thehigherEnglishlearningautonomyofnon-Englishmajoris,thehigherhislearningachievementis.3)Thelearningachievementofnon-Englishmajorshavepositivecorrelationotivation,inyisadecisivefactor.That’stosay,thehigherlearningachievementofnon-Englishmajoris,thehigherhisself-autonomyis,andthehigherlevelofhismotivationis.Therefore,hoyisakeypointfortheteachersinEnglishteaching.5.HoproveEnglishlearningmotivationofnon-Englishmajors5.1Aframeotivationstrategies---usingmetacognitivestrategiesItisnotsurprisingthatsuccessfullearnersusemorestrategiesthanunsuccessfullearners.Furthermore,differentstrategiesarerelatedtodifferentaspectsofL2learning.Thestudyoflearningstrategiesisofpotentialvalueto languageteachers.Teachersshouldidentifythosestrategies.Metacognitivestrategiesarethoseinvolvedinplanning,monitoringandevaluatinglearning,forexample,thelearnermakesaconsciousdecisiontoattendtoparticularaspectsoftheinput.Teachersshouldhelpstudentstoknoselves,tohaveaclearideaaboutthedifficultiesandtheportantforfreshmen.Iffreshmenhaveabasicknoetacognitivestrategies,theyaresuretosetlearninggoals,draselvestothelearningofcollegeEnglish.Metacognitivestrategiesareplayingasignificantroleinimprovingintrinsicandintegrativemotivation.SoisforcollegeEnglishlearning.5.2Rebuildstudents’EnglishlearningmotivationBasedonthesurvey,itisclearthatinstrumentalandextrinsicmotivationarepredominantamongstudents,otivationarecertainlysuperiorthan678910111213them.Soitisquiteimportanttoknootivation.5.2.1Thetransformationfromextrinsicmotivationtointrinsicmotivation Improvingintrinsicmotivationaimstoincreasethelearninginterest.AccordingtoQinandongallthevariables,learninginteresthasboththegreatestdirectinfluenceandthegreatestindirectinfluenceonstudents’motivation”.HointerestedinEnglish.”Asprovingstudents’intrinsicmotivationistoarousestudents’curiosityandattention,andtocreateanattractiveimageforthecourse.Thestrategiescanbedividedintofivemaingroups:lCultivatestudents’EnglishlearninginterestlHelpstudentssetandmonitorlearninggoalslGivestudentsguidanceforstudymethodsaccordingtoindividualdifferenceslFosterstudents’autonomyinstudyAccordingtothesurvey,only40%oftheinterestedinEnglish.”ButhoulatetheEnglishlearninginterestoftheother60%ofthestudents?Intrinsicmotivationesfromcuriosityandinterest.Noultimediateachingstyleissomonthattheteachingandlearningprocesscanbeveryinteresting.TheprocessofEnglishteachingand learningcanbevividlydescribedbyaneent”,ent.Teachersshouldmakethetasksvariedandchallengingandrelatethecontentofthetaskstothelearners’naturalinterest.Uptonoultimediaputersarepopular,thestudentsotivationcanbegreatlyarousedic,variedandnaturallearningenvironment.ore,personalizationandinvolvementaretotivation.Individualappropriatelygoalsettingisoneofthemosteffectiveyovertheirootivatingfunction.IncollegeEnglishclasses,manystudentsgoalsshouldbeatahigh-levelandnotends,goalsshouldbepractical,clearandspecific,leadingtoconcreteoutes.Finally,teachersshouldprovideinformationalinputorextrinsicreethods,itiscrucialforteacherstohelpstudentsperceivethemostsuitableethodsisebutinvain.Autonomyisonesourceofintrinsicmotivation.Themostobviouswayf678910111213orteacherstopromoteautonomyintheirstudentsistogivethemchoices.Besides,teacherscanincreaselearnerautonomyandmotivationbycreatinghigh levelsofstudentparticipationinlearningactivities,encouragingstudentstosetandmonitorlearninggoalsandusingassessmentsthatemphasizelearningandprovidefeedback.Thelearner’sautonomyhasapositivecorrelationents.5.2.2ThetransformationfrominstrumentalmotivationtointegrativemotivationIntegrativeness,unity.ThefolloostefficientotemunicativeteachingmethodlProvideauthenticmaterialsforstudentslPayenoughattentiontotheclassroomsettingUptonobEnglish”isamonphenomenonamongnon-Englishmajors.Englishlearningisanorganicbinationoflistening,speaking,readingandotivation,studentsoftenpaygreatattentiontoreading,butignorethepetencecultivationoflistening,unicativeteachingmethodfollostoreducethetimeofteachers’monologue.It’suniversalthatstudentsajors.ThereformofunlinkingtheCET-4/6icdegreeismeaningfulforEnglishteachingandlearning.Tosomeextent,municativemethodisfullyembodied.Suchkindof socialcultureishelpfulforthepromotionofpersonalEnglishlearningmotivation.ore,thereisaneedtomaketheEnglish“real”byintroducingtolearnersitsculturalbackground,usingauthenticmaterials,etc.“Authenticmaterialsbringlearnersclosertothetargetlanguageculture,makinglearningmoreenjoyableandthereforemoremotivation.Authenticmaterialsareproducedtofulfillsomesocialpurposesinthelanguagemunity.”[18]Theatmosphereoftheclassisenlivenedbyauthenticmaterials.Inateacher’smind,motivatedstudentsareusuallythosesettingisquiteimportantformotivationincreasing.Studentscanbehighlymotivatedifteachersmotivatestudentsintothelesson,varytheactivities,tasks,andmaterials,usecooperativeratherthanpetitivegoals.Attheopeningstagesoflessons,ithasbeenobservedthatremarksakeaboutforthingactivities,canleadtohigherlevelsofinterestonthepartofthestudents.Thenitisobviousthatlessonseroutines,patternshavebeensho.Varyingthe activities,tasks,andmaterialscanhelptoavoidthisandincreasestudents’interestlevels.“Furthermor678910111213e,cooperativelearningactivitieshavebeenfoundtoincreasetheself-confidenceofstudents,includingportantroletoplay.Kno-matesarecountingonthemcanincreasestudents’motivation.”[19]5.3SuggestionsforteachersAccordingtothesurvey,thoughonly2%ofthestudentsthink“IlearnEnglishbecauseofmyteachers’appreciation”.Butitisclearthatateacherplaysanimportantroleinstudents’motivationpromotion.It’sarguedthatteachers’appreciation,praiseandplimentcangreatlymotivatestudents.That’stosay,thedirectsourceofEnglishlearningmotivationforstudentsisteachers’attitudesto.Ateachercanbeanorganizer,acontroller,aresource-provider,aparticipantorevenafriend.Folloandmentsforteachers:1)teachermodeling;2)createasafeandorderlyenvironment;3)provideanumbrellaforthelesson;4)setupacloseandsupportive relationship;7)increasestudents’autonomyofEnglishlearning;8)makelearningactivitiespersonalized;9)helpstudentsrealizetheirlearningpurposes;10)makestudentsfamiliarotivationishelpfulforustounderstandthepsychologyofEnglishlearning,societyelementsandindividualdiscrepancies,ore,itismeaningfultoexplorethemethodsandstrategiestoinspirestudents’Englishlearningmotivation.Theresultsofthesurveyrevealthemaintypesofmotivationofcollegenon-Englishmajors,theinfluenceofthemotivationalfactorsonstudents’Englishlearning,andmotivationaldifferencesbetotivationplaysaveryimportantroleinsuccessfulsecondlanguageacquisition.Sincemotivationisaveryplicatedconstruct,theresultsofthissurveycannotreflectalltheaspectsofthismultifacetedissue.Numerousstudiesotivationtostimulatestudents’greatestEnglishlearningmotivation.Bibliography[1]EggenPaul,KauchakDon.Educational Psychology:].R.R.DonnelleyandSonspany,2000,P398[2]唐雪梅.非英语专业学生学习英语动机探析[J].合肥工业大学学报，2005,2,P108[3]EggenPaul,KauchakDon.EducationalPsychology:].陕西：陕西师范大学出版社，2005，P349[4]胡天国.非英语专业大学生英语学习动机调查:[硕士学位论文].中国期刊网.山东大学，2005，P3[5]肖建壮.英语学习策略[M].北京：现代出版社，1997，P3[6]同[1]P398[8]同[3]P350[9]同[4]P8[10]贾冠杰.外语教育心理学[M].广西：广西教育出版社，1996，P22[11]EllisRod.SecondLanguageAcquisition[M].上海：上海外语教育出版社，2000，P75[12]同[3]P351[13]同[3]P353[14]同[3]P358[15]同[3]P361[16]同[3]P362 [17]余冬冬.如何提高中国非英语专业大学生的英语学习动机:[硕士学位论文].中国期刊网.武汉理工大学，2004，P36-37[18]石永珍.大学生英语学习动机调查报告[J].西北工业大学学报，1999，4，P74[19]Lightbo,SpadaNina.Ho].上海：上海外语教育出版社，2004，P57678910111213
